Universities in Developmental Transition: From Ivory Tower to Engaged and People-Centered Institutions

Introduction

Universities across the globe play a pivotal role not only in developing human capital, but also in undertaking ground-breaking research with solutions to socio-economic and political challenges (Tshishonga, 2020). The authors argue that communities could attain substantial value from universities and colleges if society and the university are linked together and tackle realities of today and developmental needs of the country. Thus, the current complex challenges should help transform universities from their narrowly conceived traditional roles as hallowed walls for intellectual cultivation, usually for a handful of very privileged elements in the society (Ramphele, 2008). In line with this traditional view, universities are located in cities but a majority of them are actually not part of these cities (Dipholo, 2014). They are literally detached and perhaps unfamiliar with the immediate needs of the surrounding communities. Their detachment from their surroundings renders them elite institutions accessible to a few (Troy, 2007). In differentiating the different universities, Soudien (2016) argues that access in elite systems is often based on privilege, access is based on obligation for the privileged, a narrow pursuit of intellectual excellence to enhance their academic prestige, render universities almost imaginary, elitist and disconnected from social reality of the ordinary people (Makgoba and Mubangizi, 2010). However, universities within their capacity can contribute effectively to the community to which they belong and a broader society (Kupe, 2019). Such a role could be executed among others by training people and studying what has to be done to assist the community in the same way as communities can contribute to the growth of universities and the attainment of their strategic plans.

However, universities whilst rightfully engaged in intellectual pursuit should not do so for their own sake. They should consider themselves as vehicles of socio-economic change by participating in the process of forming values and setting reachable goals for the larger society (Preece, 2013). Thus, universities should consolidate their traditional roles of teaching and research by assuming an active role in the process of bringing positive change in the economy and society (Maurrasse, 2001). Within higher education, teaching and learning as well as research are considered core business and can be instrumental in addressing the inequalities of society (McKenna, 2016). McKenna (2016)) went on to highlight that in order to address the national skills deficit, higher educations could be essential for economic growth, individual social mobility, and financial security. In a bid to respond to current challenges facing higher learning institutions and the unfolding national, regional, and global framework, the University of Botswana (UB) adopted a guiding document called ‘Strategy for Excellence: University of Botswana Strategic Plan to 2016 and Beyond’. The Plan has six priority areas amongst them ‘Strengthening Engagement’, with which the university seeks to have a more direct impact within communities and society including a key role in developing Gaborone as a learning city. In this regard, the University of Botswana (UB) seeks to make community service an integral part of its overall mission. Community service is defined by Lulat (2005, p. 262) as:

Thus, community service or service learning or community engagement is a broad aspect that encompasses a variety of activities at different levels (Uys, De Kadt, Bawa & Mazibuko, 2010). While emphasis is on extending university expertise, community service may as well include more simple aspects such as opening up its facilities for use by the community (Tshishonga, 2020). University exercise of its social responsibility could enable communities to attain substantial value from universities if society and the university are linked together and tackle realities of today and development needs of the country (Dipholo, 2014).